Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

Online Social Constructivism

2010 ◽  
pp. 67-82
Author(s):  
Jennifer Ehrhardt
Keyword(s):  
Social Constructivism ◽  
Cultural Development ◽  
Social Constructivist ◽  
Constructivist Learning Theory ◽  
Online Student ◽  
Individual Level ◽  
Computer Mediated ◽  
Collaborative Learning Communities ◽  
The Individual ◽  
Social Constructivist Learning

Renowned Soviet psychologist and father of social constructivist learning theory Lev Vygotsky (1978) stated: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level” (p. 57). In online practice, social constructivism involves students learning from and with each other in computer-mediated collaborative learning communities. In order for students and faculty to succeed in the online social constructivist environment these efforts demand institutional support. This chapter will introduce issues facing students and faculty that relate to the implementation of online social constructivism. Recommendations focusing on online student support and professional development will be offered as well as a discussion of future trends pointing toward a digital divide between the students of institutions who do support these practices and students of institutions in which faculty have to make do.

Deconstructing Constructivism

1994 ◽  
Vol 87 (2) ◽  
pp. 91-97
Author(s):  
George Gadanidis
Keyword(s):  
Mathematics Education ◽  
Learning Theory ◽  
Constructivist Learning ◽  
Journal Articles ◽  
Classroom Learning ◽  
Constructivist Learning Theory ◽  
Learning Mathematics

Mathematics education suffers from a condition that resembles schizophrenia. One of its personalities is exhibited in the day-to-day realities of classroom learning; another is evident in journal articles, in-service presentations, and other such forums where educators present alternative realities of learning. For the purposes of this article, these personalities will be labeled, respectively, as the practice and theory of mathematics education. This article focuses on the latest form of the theoretical personality of mathematics education, constructivism, by asking what is constructivist learning theory and what does it imply for the practice of learning mathematics?

Panelist Question and Response

2009 ◽  
Vol 41 (S1) ◽  
pp. 210-215 ◽  
Keyword(s):  
Learning Theory ◽  
Constructivist Learning ◽  
Learning Objectives ◽  
Constructivist Learning Theory

Eeva Anttila (to Sue Stinson): One thing that comes to my mind is the conception/theory of learning that you currently feel most connected to. Could you clarify that? Is your conception in conflict with the learning objectives discourse that you have to deal with, and if yes, how so? Could you use some theoretical references to overcome this kind of demand that you are subjected to? For instance, constructivist learning theory is based on the idea that everyone learns different things, based on their previous experiences etc.

scholarly journals Teachers’ Perspectives of Children Empowerment through Media Literacy in Islamabad

2021 ◽  
Vol Volume 5 (1) ◽  
pp. 405-415
Author(s):  
Dr. Rehana Munawar ◽  
Dr. Munib Ahmed ◽  
Ummul Baneen
Keyword(s):  
Media Literacy ◽  
Learning Theory ◽  
Developed Countries ◽  
Constructivist Learning ◽  
School Level ◽  
Critical Approach ◽  
Traditional Practice ◽  
Constructivist Learning Theory ◽  
The Media ◽  
Teachers Perspectives

Media literacy is an emergent field in developed countries and became an integral part of the school system and has been integrated in the educational curriculum. The present paper highlights the teachers’ perception regarding media literacy awareness and their opinions and readiness of media literacy at school level. The study used constructivist learning theory for theoretical framework. This study supports constructivist learning theory that transforms students being passive recipient to more active participant in getting the information for their learning process and hence helps in preparing children to explore, investigate and experiment with the media available in the classroom. The study has shown that teachers are not well aware of media literacy concept and the teaching of media literacy through rote learning or traditional practice may not produce productive results. The curriculum needs to aim at the active participation of students by making the lessons functional and would provide students with competences and critical approach towards mediated content rather than becoming passive consumer of media.

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